This project has developed practical measures, and associated routines and data representations, to support the implementation of instructional improvement strategies (e.g.,coaching) in middle-grades mathematics teaching. We will describe our classroom measures, which assess students' perspectives of key aspects of the classroom learning environment; the contributions they have made to our partner districtsâ€™ improvement efforts; and how we have attended to validity in the design and use of practical measures.
This study provides evidence on the confluence of school, classroom, teacher, and student inputs that shape elementary school science learning for English learners. The study explores the relationship between (1) science inputs (time on science, content covered, availability of lab resources, teacher training in science instruction, etc.), and (2) EL-specific inputs (classroom language use, EL instructional models, teacher certification/training, availability of EL support staff, etc.) for a nationally representative set of kindergarten through fifth graders.
The A-STEP project fosters collaboration between university faculty and pathway partners to implement common set of tools (Next Gen ASET Toolkit) across a science teacher training and development pathway. Partnerships across steps function under shared goals and paradigm shifts for pedagogical reform along the teacher pathway. A-STEP promotes change across our Networked Improvement Community (NIC) and the local pathway partners working with each university, ultimately impacting the enactment of the NGSS in respective K-12 classrooms.
The goal of this planning grant, which is based on the Cultural-Historical Activity Theory (CHAT). is to explicitly focus on broadening participation in the K-12 STEM teaching workforce, with the theory of action that diversifying the K-12 STEM teaching workforce would in the long term help more students see STEM as accessible to them and then be more likely to choose a STEM degree or career. This grant is also funded by NSF INCLUDES.
Co-PI(s): Helen Bond and Marilyn M Irving, Howard University; Hyunju Lee and Amy L D'Amico, Smithsonian Institution
How Do Teacher Leaders Transform Scientific Practices to Promote Students Interest and Motivation in STEM? Formal and informal K-12+ educators learn to employ strategies of community mapping, curricular mapping and place-based, culturally sustaining pedagogy to write, teach, and evaluate NGSS lessons that engage underrepresented students in mathematics, life, earth, and physical sciences. Two case studies highlight how educators apply these strategies to intersect three domains: experiential/place-based learning, culturally sustaining learning, and disciplinary learning .
This book provides a single "go to" source on the disciplinary history, theoretical framework, methodology, and empirical applications of the anthropology of education policy across a range of education topics, policy debates, and settings.
Ambitious efforts are taking place to implement a new vision for science education in the United States, in both Next Generation Science Standards (NGSS)-adopted states and those states creating their own, often related, standards. Inservice and pre-service teacher educators are involved in supporting teacher shifts in practice toward the new standards. With these efforts, it will be important to document shifts in science instruction toward the goals of NGSS and broader science education reform.
This article describes the process of developing and validating a Science Instructional Practices survey instrument that is appropriate for NGSS and other related science standards.
This mixed-method comparative study examined lesson study in Japan as the original model, and interpretation and adaption of lesson study as an emerging new model of teacher professional development in Florida, the United States. The study found that lesson study has been interpreted through the lens of organizational structures and routines of teacher professional development in Florida and the U.S. in general, and the model was adapted to fit into the existing organizational contexts.
The chapter discusses the underlying views of teacher professional development and the teaching profession in the U.S. that played an important role in the adaptation process of lesson study.
Lesson study was introduced to school districts in Florida in the United States as part of the federal government’s Race to the Top Program in 2010 to scale improvement in instruction and student learning. However, little is known about what district policy and leadership characteristics are associated with the level of lesson study implementation.
Based on a mixed methods study of a statewide survey and interviews of district professional development directors, we found that district requirement of lesson study, funding provision, and future sustainability plan were significantly and positively associated with a broader implementation of lesson study within the district. Implications for educational leaders at local educational agencies are discussed.
How can research-based findings and advances help society to re-envision STEM learning and education? This report captures key takeaways, strategies, and challenges identified during the November 2015 workshop, including: research-based advances for STEM learning; multiple stakeholder communities around STEM schools; social justice, equity, and excellence in STEM schools and communities; scale and sustainability